EVIDENCE OF PROFESSIONAL PRACTICE

FOR FULL REGISTRATION

-STEPHANIE TODD
-VIT REGISRATION NUMBER- 423508

Inquiry Question: How can I cater for the diversity of learners by

differentiating a procedural writing unit of work, to best support
students with varying writing abilities?

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CONTENTS
1. Context and content for learning .......................................................................................... 3
1A. My Learners ...................................................................................................................... 3
1B. The learning context ......................................................................................................... 4
1C. Content for the program of learning ................................................................................ 5
1D. What do your learners already know? ............................................................................. 5
1E. The learning outcomes ..................................................................................................... 6
2. The Inquiry question .............................................................................................................. 7
2A. My Inquiry question ......................................................................................................... 7
2B. My professional learning .................................................................................................. 7
3. The action plan..................................................................................................................... 11
4. Implementing my action Plan .............................................................................................. 24
5. Evaluating my practice ......................................................................................................... 30
5A. Assessing Learning.......................................................................................................... 30
5B. Evaluating the effectiveness of my practice .................................................................. 31
Evidence of other descriptors .................................................................................................. 32

*Please note evidence of meeting the Professional Standards has been indicated
throughout this document under the heading of descriptors.

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1. CONTEXT AND CONTENT FOR
LEARNING
1A. MY LEARNERS
1B. THE LEARNING CONTEXT
1C. CONTENT FOR THE PROGRAM OF LEARNING
1D. WHAT DO MY LEARNERS ALREADY KNOW?
1E. THE LEARNING OUTCOME

1A. MY LEARNERS
My classroom consists of 19 Foundation students, 9 boys and 10 girls. The class is filled with a
mixture of personalities, interests and learning styles. At the beginning of the year, most students
came into the classroom with similar learning abilities. Almost all students had limited
understanding of how to hold a pencil and use it to write. However as the year has progressed, there
is now a large variation of learning abilities across the classroom, as each student progresses at a
different pace. When it comes to writing in particular, I have noticed a dramatic difference in
students writing, as some students are still experimenting with writing forms through using strings
of letters and others are writing complete sentences by hearing and recording sounds. Therefore, for
my inquiry, I have chosen 3 students to focus on with varying ability levels when it comes to writing.
I have selected these 3 students in particular to work with because they represent the spread of
abilities within my class. Student 1, 2, and 3 represent these different abilities as one is working
above level and one is at, while the other is an EAL student, which requires me to adapt my practice
to address his learning needs. Descriptors: 1.2, 1.5

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 1B. THE LEARNING CONTEXT

Student 1:

Student 1 is a high achiever and is well supported at home with her reading and writing. She likes a
challenge and needs extending during most learning tasks to ensure she is engaged in the lesson.
She is very confident and happy to take risks in her learning. Through various Common Assessments
Tasks (CATS) throughout this year, it is evident that she is working above level in literacy. Through
tracking the ongoing (Hearing and Recording Sounds) CAT, she has shown development and is
currently working above level. She shows a clear understanding of writing, by using letters and
sounds to help stretch out words and write the sounds she hears. She enjoys writing and shows
pride in her work, making sure it is neat and easy to read, by using her knowledge of basic
punctuation.

Student 2:

Student 2 strives to do his best and responds well from positive feedback. He has come a long way
from the start of the year where he could not hold a pencil or even write his name. He is now able to
write the words he knows at an appropriate size and is attempting to write the sounds he hears.
Through tracking the ongoing (Hearing and Recording Sounds) CAT, he has shown great
development and is now working at level in his writing. When provided with support and
encouragement during learning tasks, he is determined to do his best and not give up on his
learning, which has allowed him come a long way in his learning so far.

Student 3:

Student 3 is a visual learner and learns best from one-on-one support. He is an EAL learner so English
can be a challenge for him. Through encouragement to practice his English within the classroom and
further language support within the school, he has come a long way from the start of the year. He
learns best from copying letters and words. He is developing in his writing by moving away from
string letters, to writing the words he knows. Through tracking the ongoing (Hearing and Recording
Sounds) CAT, he has shown that he still needs support on developing his letter and sound
knowledge. His limited knowledge of letter sounds is making it difficult for him to progress with his
writing. However, he is a motivated student and is willing to work hard when he is provided with the
correct support.
Descriptors: 1.1, 1.2, 1.3, 1.5, 1.6, 4.1

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1C. CONTENT FOR THE PROGRAM OF LEARNING
The school uses essential learnings and the development of proficiency scales. This ensures students
experience quality learning that links to the broader curriculum. This is also an effective way to
assess students growth and development.

In identifying a number of learners within my classroom, with varying learning abilities in particular
writing. It is evident that my learners will benefit from a learning program that will address the
development of literacy. In particular addressing the ongoing essential learning of hearing and
recording sounds, as this will not only support students in writing, but will extend these students
learning in the wider curriculum.

My program of learning will span across a 4-week unit, which will explore the essential learning of
procedural writing. This unit will not only allow me to continue to address the ongoing essential
learning of hearing and recording sounds, but will require me to differentiate the learning
throughout the unit. This will ensure I address the learning needs of my students within the unit,
including the learning needs of my EAL students. I will also be incorporating aspects of ICT
throughout this unit of work. Descriptors: 2.2, 2.3, 2.5

1D. WHAT DO YOUR LEARNERS ALREADY KNOW?

Student 1:

On average, student 1 moves 1.0 progression points on the Proficiency Scale

for most Writing Essential Learning units, usually moving from either a 2.5
or 3 to a 3.5 or a 4, which is above level. She is able to use her knowledge of
all her letters and sounds to help her during writing. She is able to include
detail in her writing and include all features that are required in her writing,
depending on the unit that she is learning.

Student 2:

On average, student 2 moves 1.0 progression points on the Proficiency Scales for most Writing
Essential Learning units, usually moving from a 2 on the scale to a 3, which is at level. He has come a
long way with his writing from the start of the year, especially with his letter formation. He is also
able to use the common words he knows correctly in his writing and is able to attempt to write the
sounds he hears in words, using his knowledge of letters and sounds.

Student 3:

On average, student 3 moves 0.5 progression points on the Proficiency Scales for most Writing
Essential Learning units. He usually moves from a 1 to a 1.5, which shows he still needs teacher
support with a lot of his writing. This is due to the student having a limited understanding of his
letter sound knowledge, which is holding him back with his writing. However, his writing has
improved from the beginning of the year and he is able to write down some of the common words
he knows and recognises, rather than just stringing letters together.
Descriptors: 5.1, 5.4

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1E. THE LEARNING OUTCOMES
Student 1:

By the end of the four-week unit, I would like to see student 1 move 1.5 progression points during
the Procedural Writing unit. To ensure this student achieves this, it will be important to extend her
during learning tasks. This will ensure she develops a clear understanding of the unit and is able to
explain her learning.

Specific Outcome: Student 1 will move 1.5 progression points during the Procedural Writing Unit.

Student 2:

During the Procedural Writing unit, I would like to see this student more 1.5 progression point. To
ensure this student achieves this, it is important that he is provided with opportunities to continue
to focus on hearing and recording sounds, to help stretch out words.

Specific Outcome: Student 2 will move 1.5 progression points during the Procedural Writing Unit.

Student 3:

Student 3 requires more enabling during units, by having visual supports and having one-on-one
support. I would like to see this student move 1.0 progression points during the Procedural Writing
unit. To ensure he achieves this, I will spend time with him, focusing on letter and sound
relationships as this will not only support him in this unit but support him in future units.

Specific Outcome: Student 3 will move 1.0 progression points during the Procedural Writing Unit.

Descriptors: 3.1, 3.3

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2. THE INQUIRY QUESTION
2A. IDENTIFYING MY INQUIRY QUESTION
2B. MY PROFESSIONAL LEARNING

2A. MY INQUIRY QUESTION

How can I cater for the diversity of learners by differentiating a
procedural writing unit of work, to best support students with varying
writing abilities?

2B. MY PROFESSIONAL LEARNING

The area of practice I intend to develop, and how this will improve outcomes for my learners:

For my professional learning, I intend to observe one of my colleagues implementing a writing

lesson. I would like to place particular focus on how they run their mini lessons to cater for the
diverse learning needs of students at different learning stages. I will observe how the classroom is
differentiated. During my professional learning, I would also like to engage in professional
conversations and readings in regards to differentiation.

2x -Professional Conversations:
Conversation #1
TALKING TO COLLEAGUES Descriptors: 6.2, 6.3
Date: August 11th, 2017
Teachers Involved: PM (Prep Classroom Teacher)

What was discussed?

I spoke with this teacher about how she differentiates her writing lessons to cater for all her
students needs.
She explains that she sets different expectations depending on students levels and where they
are at developmentally. She does interactive writing lessons with small groups of students that
need support with hearing and recording sounds. She also uses mini lessons to show students
how they can use a word chart correctly. For students that need extending, she has higher
exceptions and expects that they write more and show their knowledge where sentences start
What did you
and end. Shelearn?
also ensures she provides encouragement for the students that have fears of not
spelling words correctly or doing perfect writing. She encourages them by supporting them to
How
havedoes
a go,this
andhelp you address
explains your
it is ok to question
only forsounds
write the Inquiry?
they hear, helping them overcome their
fears. Other writing strategies we discussed include, one on one talks about what students want
to write, lots of modelling and Turn and Talks which require the students to report on what the
other person says, which also supports students speaking and listening skills.

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 What did you learn?
I learnt some more effective strategies and approaches I can use during a writing task to support
the varying abilities within my classroom.

How does this help you address your question for Inquiry?
This conversation helped me address my inquiry question as it has allowed me to develop some
more effective teaching strategies I can use to differentiate my writing lessons.

Conversation #2
TALKING TO COLLEAGUES
Descriptors: 6.2, 6.3
Date: August 14th, 2017
Teachers Involved: SV (Leadership Teacher, Literacy Coach)
What was discussed?
I spoke with this teacher about how I can differentiate my writing lessons to meet the needs of
my three focus children.

We discussed how I could extend Student 1, after look at her formative assessment. Some
suggested ideas included, introducing her to how to use subheading correctly, for example
heading, needs, and steps with numbers. We discussed how it will be important for her to
practice making lists using dot points or commas.

We also discussed how I could enable Student 3, which is an EAL student. Some suggestions
included just focusing on sequencing pictures/drawings rather than writing. An effective way of
doing this would be by drawing three boxes and having them draw pictures in them, in the
correct order. The student could then attempt to write simple words such as First, Then, Next. It
was also suggested that this student would need support to focus on including spaces,
continuing to write the letters he knows, and have focused time during mini lessons to continue
to work on letter sounds. It was also discussed that I should talk to the language support aid at
school in regards to how I can support an EAL learner.

What did you learn?

I learnt some effective strategies I can use to support my focus children in the classroom during
this unit of work. I also found that I should not have expectations too high and only focus on a
few aspects to extend and enable these students. I will not see a dramatic change in students
achievements in only a 4 week unit, especially my EAL students ability to hear and record
sounds.

How does this help you address your question for Inquiry?
This conversation has helped me think of some effective ways that I can support my focus
students during this unit of work.

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 1x -Observation of a Colleague teaching:
Date/Time: Tuesday 8th August; 9am
What I saw:
Modelled writing:
Clear learning intentions on the board.
Proficiency scales displayed.
Made sure all student were engaged on the floor.
Lots of questioning on floor.
Reading book for tune in students.
Clear expectations.
Turn and talk, to allow students to discuss the most
important things that happened at the beginning
middle and end of the story.
Lots of guiding and prompting.
The teacher says what she will write about aloud.
Get students to help her stretch out the words.
Identifies the common words when writing and
important punctuation.
Identifies sounds that make different sounds in
words. E.g. was, of, then
States learning intention/ expectations (e.g. only
wanting students to include the important
information, stretching out words, using finger
spaces, and full stops).
Mini lesson:
Focus: Stretching Out the Sounds
Interactive writing in a small group of 4.
Each student was provided with alphabet charts.
Gets students to take turns thinking about the
sentences they can write. They then take turns
writing and stretching out words.
The teacher was supporting students in stretching
out the words. By saying the sounds as they stretch
out the words and asking them what letter it is.
Uses the alphabet chart to find the letters they
need. Showing them how to use it.
Gets students to reread their writing together.
Gets students to help each other with sounds they
are not sure of.
Questions I Have:
What are some different mini lessons you have run
that you find to be effective for supporting students
to hear and record sounds in their writing?
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Descriptors: 6.2, 6.3
Lesson: Literacy; writing retell.
What I heard:
Students discussing what happened in the
beginning middle and end of the book.
Teacher asking questions:
- What happen?
- How do you know?
- Is that the most important
information?
- Who?
What do good writers do?
-They reread sentences- student responses.
Teacher- Prising and positive comments.
E.g I love how you said that because
Discussion to why you use a capital letter
for characters name.
The teacher got students to think about
the learning intentions after modelling
writing and asking if they had included all
the important things and if it make sense.
Mini Lesson:
What is the most important thing to write
about?- Techer
What makes the i sound?- Teacher
Comment:
The teacher started the lesson ensuring that every
student was engaged. She provided clear
instruction, expectations and learning intentions.
When modelling, she made sure she got all the
children involved by making them contribute to the
writing, getting the students to help stretch out the
words.
The interactive writing lesson was a great way to
support students in learning how to hear and
record sounds.
 Descriptors: 3.3, 6.3, 6.4
Professional readings:

Differentiating Instruction and Practice: Practical Steps for Implementation, from Marzano
Research Centre, 2010.

Struggling Readers and Writers: Teaching that makes a difference, from Fountas & Pinnell
Guiding Readers and Writers, 2001.

What I have learnt and how this learning will address my inquiry question:

I have learnt through my conversations and observations that it is very important to provide
students with clear expectations. These must be different and achievable for every student
depending on where they are developmentally, in order to ensure learning is differentiated. I also
learnt how important it is to have mini lessons that have a clear focus on supporting students of
similar abilities in areas they need enabling or extending.

From my observation of my colleague teaching, it reiterated to me how important it is to provide

students with clear instructions on what is expected of them, and ensure these instructions are
stated a number of times to make sure every student understands the task.

The readings discussed the importance of explicit teaching to help students make connections to
words and understand spelling patterns and meaning. The readings also suggested effective ways to
differentiate learning for all students, which included whole class and small group activities,
activities that are data-informed, student-focused, purposeful and productive. The Marzano reading
in particular suggested there are five important steps for providing opportunities for differentiating
instruction, these were to establish the environment, use data to inform practice, manage resources,
create routines and procedures, and to provide high-quality teaching and practice.

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3. THE ACTION PLAN
3A. MY ACTION PLAN
My action plan is to create weekly lesson plans for a unit of procedural writing to meet my inquiry question. These lesson plans will be created weekly, as it
will allow me to make adjustments each week depending on the learning that has occurred. Each week I will include extenders and enablers to allow me to
create differentiation throughout the unit. I will also include mini lessons to provide support for the varying writing abilities, as this allows me to place more
focus on the areas I feel students need extra support. The proficiency scale will allow me to assess students writing against it to make appropriate
adjustments each week to support the learning of all students.

Mind Map:
Focus on students Provide students
Deepen How can I support all
alphabet knowledge with quality students' learning when
Professional and ability to hear learning they are at different
knowledge. and record sounds. experiences. stages of their learning?

Writing
First How can I cater for the
Steps Extending and
Visual diversity of learners by
supports/ aids differentiating a procedural enabling tasks
to support EAL
students.
writing unit of work, to best
support students with
varying writing abilities?
Mentor observations to Assessment: collect work
support the actions I need to samples, observations,
take to further support the Mini lessons and formative and summative
assessments.
development of all learnings. interactive writing to
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 Action Plan- Weekly lesson Plans
Includes: Learning resource, practices, activities and assessments.
Descriptors: 5.1, 5.4
August 7th- 11th (Term 3, Week 4)
Formative Assessment Task: Teacher models how to spread a piece of bread with butter (teacher is to bring in plate, knife, bread and margarine) into the
classroom. Students are to then write a procedure for this. This assessment task will provide data on students prior knowledge before the unit of teaching
commences.

August 14th- 18th (Term 3, Week 5)

WRITING-
Essential Learning: I can include some features of a procedural text in my writing. Descriptors: 2.1, 2.2, 2.5, 3.2
WORDS of the WEEK my, is, not, but, as
Minor focus: Alphabet- Hearing and Recording sounds.
Assessment: Prior to this week students had a formative assessment task to complete for procedural writing. This week observational note and student writing samples will be used to assess students against
the proficiency scale.
Monday Tuesday Wednesday Thursday Friday
EL:1 I am learning about what a I am learning to use pictures to I am learning to include a list I am learning to include some I am learning to include some
Learning
intentions procedural text is. create a simple procedure. of what is needed. features of a procedural text. features of a procedural text.
I can write a procedural text that I can include simple pictures to I can include a list of what is I can write a procedural text I can write a procedural text with
Success
Criteria helps people know how to do our help my audience follow the needed to make a grass head. with most steps in the correct most steps in the correct order.
morning routine at school. procedure of making a snowman. order.
Introduce the proficiency Play Clip- how to build a Model how to make a Make popcorn with the Make sandcastles with the class
scale. Discuss expectations. snowman Grass Head class. in the sandpit outside.
https://www.youtube.com/wa Student are to come inside,
Shared writing/ tuning in

Create an anchor chart on
Procedural Writing, look at
things we do as a morning
routine.
Model writing a procedural
text of things we do as a
morning routine.
tch?v=PEVosWKG6qM
Descriptors: 2.6, 3.4, 4.5
As a whole class, have
students model how to make a
snowman using playdough,
while I draw pictures of the
steps on the board. Next to
pictures, write the steps.
Make a poster with the
students that include all
features, eg. Heading, list,
steps and pictures.
Focus: Including a list.
Make a poster with the
students that include all
features, eg. Heading, list,
steps and pictures, on how
to make popcorn.
Focus: Putting steps in order.
turn, and talk to the other
students about the steps they
took to make it.
Create poster focusing on using
the correct steps.

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 Provide students with pictures
of our morning routines and
have students cut them out
and put them in order.
Have students write next to
Activity/ independent writing
the pictures the steps in which
we do things in the morning.
Extending: Students are to
write complete sentences that
give clear steps, in the correct
order.
Enabling: Students are to
order pictures in the correct
order, writing numbers next
to them and having a go at
attempting to write.
Reflection Students share work.
Writing group 1:
Teacher Focus Groups/ Conferences/ interactive
Focus: Hearing and recording
sounds in words and alphabet
knowledge.
Nelly
writing groups
Jelena
Indi
Ethan
Rion
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Students are to draw pictures
to show a simple procedure
on how make a snowman.
Then students need to write
the steps next to the pictures.
Extending: Students are to
include a list of materials you
need to make a snowman.
Enabling: Students are to use
the pictures and writing we
did as a class as a support.
Once finished students can
test their procedure by
making their own snowman
out of playdough.
Students share work.
Writing group 2:
Focus: Hearing and recording
sounds in words. (letter
formation)
Jordan
Brayden
Finn
Royce
Dekota
Students are to make their Students are to write a Students are to write a
grass heads. procedural text on how to procedural text on how to make
make popcorn. a sandcastle.
Once students have all
made their grass heads Extending: Students are to Extending: Students are to have
they are to write a have a go at including all a go at including all features in
procedural text about it. features in their writing. their writing.
Enabling: Students are to Enabling: Students are to focus
Extending: Students are to focus on drawing pictures to on drawing pictures to show the
have a go at including all show the steps it takes to steps it takes to make it.
features in their writing. make it.
Enabling: Students are to Descriptors: 1.5, 1.6
focus on drawing pictures
to show the steps it takes
to make it.
Students share work. Students share work. Students share work.
Writing group 4:
Writing group 3: Writing group 1:
Focus: Basic Punctuation
Focus: Hearing and Focus: Hearing and recording
(how to use capital letters
recording sounds in words sounds in words and alphabet
correctly)
(finger spaces) knowledge.
James
Salote Nelly
Eva
Jax Jelena
Ava
Morgan Indi
Peyton
Nathan Ethan
Rion
 Descriptors: 1.5, 3.2, 3.3, 3.5, 3.6, 5.2
Focus Students work Samples:
Monday- Session 1 Tuesday- Session 2 Wednesday- Session 3 Thursday- Session 4 Friday Session 5
Student 1

Student 1 created a very detailed

procedure, including a heading,
list, steps and pictures. However,
she used the poster we created as Student 1 was able to include a list and
Student 1 was able to include a list Student 1 was able to include most
Student 1 was able to include most a class for support. most steps, but still needs to work on
with some materials that were of the steps in order.
steps. including clear pictures.
needed.
Student 2

Student 2 was able to include a Student 2 was able to include the

heading and some of the photos in
order.
heading and attempt to start writing
the steps.
Student 2 used a cross in the page
to help him write clear steps, this
worked well.
Students 2 included clearer pictures
Student 2 put some steps in order,
today, but got confused with the steps.
but needs to continue to include
clear pictures.

14 | P a g e
Student 3
Student 3 with support was able to
order all pictures, then use numbers
and one word to show each step.
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Student 3 had no support today, but
was still able to draw a picture of a
snowman and attempt to write some
words.
With support, Student 3 was able Student 3 was able to attempt to draw
Student 3 used a cross on their to draw clear picture and copy the some picture of how he made his
page to help him show clear heading. sandcastle.
steps, he was able to number the
steps with support and copy the
heading.
 August 21st - 25th (Term 3, Week 6)
WRITING-
Essential Learning: I can include some features of a procedural text in my writing.
WORDS of the WEEK I, love, it, cant, be
Minor focus: Alphabet- Hearing and Recording sounds.
Assessment: Observational note and student writing samples will be used to assess students against the proficiency scale.
Monday
EL:1 I am learning about what a
Learning procedural text is.
intentions
I can explain what a procedural text
Success
is.
Criteria
Have a group discussion
about how procedural texts
help people know how to do
something. As a whole class,
have students explore the
Shared writing/ tuning in
Activity Book, discuss how
the book is full of different
procedures. Also, look at
some YouTube Clips of some
different procedures.
https://www.youtube.com/watch?
v=xvGeBcfysDo
https://www.youtube.com/watch?
v=wr19EXKW2XI&list=PL1GIz-
vvhYSdVkj1I9uI0ozJyUG2RrdX_
Descriptors: 2.6, 3.4, 4.5
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Tuesday
I am learning to include a list of what is
needed.
I can include a list of what is needed to
pack my school bag.
Students are to Turn and Talk to
the person next to them about
how they pack their school bag in
the morning and what they need
to remember to include.
Have students share back to the
whole class.
Model writing a procedure on
how to pack your bag for school.
Model how to write a list.
Wednesday
I am learning to write a procedural
texts with most steps in order.
I can write a procedural text about
how to plant a seed with most
steps in the correct order.
Watch YouTube Clip on how
to plant a seed.
https://www.youtube.com/watch?
v=Sk9HthjGWl8
Have students each get a
cup, and one by one they will
take turns to put dirt in their
cups and plant the seeds.
Once finished planting the
seeds, model writing the
procedure. Focus on putting
the steps in the correct
order.
Descriptors: 2.1, 2.2, 2.5, 3.2
Thursday
I am learning to include simple pictures
to help my audience follow a procedure.
I can include pictures to help my
audience follow the procedure of how to
make a paper plane.
Model to students how to make a
paper plane. As a whole class
have students make their own
paper planes, giving students
clear steps.
Once finished making our paper
planes, model writing the
procedure, include clear pictures
that help the audience follow the
steps.
Friday
I am learning to include a
heading to help people know
what my procedure is about.
I can include a heading in my
procedural text about how to
brush your teeth.
Watch YouTube clip on
how to brush your teeth.
https://www.youtube.com/w
atch?v=djNOAmn82nc&list=P
L1GIz-
vvhYSdVkj1I9uI0ozJyUG2RrdX
_&index=2
Students Turn and Talk
about how they brush
their teeth in the
morning.
Model writing a
procedure on how to
brush your teeth,
including a heading.

Activity/ independent writing
Reflection
Teacher Focus Groups/ Conferences/
interactive writing groups
17 | P a g e
Then brain storm some
different procedures on the
whiteboard.
Students are to select a
procedure they would like to
write about. This could be
one that we brainstormed
on the white board.
Extending: Students are to
include as many features as
possible in their procedure.
Enabling: Students are to
focus on drawing pictures in
the correct order.
Students share work.
Writing group 1:
Focus: Alphabet knowledge.
Jelena
Indi
Ethan
Rion
Students are to write a procedure
and include a list of what you
need to pack in your school bag.
Laminate their procedures and
attach them to the students
school bags to help students
remember what they need to
pack in the mornings.
Extending: Students are write a
clear list of all the items they
need to bring to school.
Enabling: Students are to use the
pictures to show what the need
to bring to school.
Students share work.
Writing group 2: Interactive
writing.
Focus: Hearing and recording
sounds in words. (letter
formation)
Jordan
Brayden
Finn
Royce
Dekota
Students are to write a
procedure with the steps in
the correct order about how
they planted their seed.
Extending: Students are to
have a go at including all
features in their writing.
Enabling: Students are to
focus on drawing pictures to
show the steps in the correct
order.
Students share work.
Writing group 3: Interactive
writing.
Focus: Adding detail to their
writing.
Salote
Jax
Morgan
Nathan
Students are to write a Students are to write a
procedural text on how to make a procedural text on how
paper plane and include clear to brush their teeth.
pictures.
Extending: Students are
Extending: Students are to have a to have a go at including
go at including all features in all features in their
their writing in the correct order. writing.
Enabling: Students are to focus Enabling: Students are
on drawing clear pictures in to focus on drawing
order. pictures to show the
steps in order.
Students share work. Students share work.
Writing group 4: Interactive Writing group 1: Interactive
writing. writing.
Focus: Creating a list for a Focus: Hearing and recording
procedure. sounds in words.
James Jelena
Eva Indi
Ava Ethan
Rion
 Descriptors: 1.5, 3.2, 3.3, 3.5, 3.6, 5.2
Focus Students Work Samples:

Monday- Session 6 Tuesday- Session 7 Wednesday- Session 8 Thursday- Session 9 Friday- Session 10
Student 1

Student 1 included a clear list and

pictures at each step, however she ran Student 1 worked in my focus Student 1 was able to do the
Student 1 was able to select and Student 1 was able to include a
out of time to complete her writing at group today and created a very heading, list and only had time to
write her own procedure, including clear list and use simple time words clear procedure, which included all
each step. do some steps. This student needs
a heading, list, steps and pictures. such as First to help her order the the features. to try not to rush her writing.
steps.
Student 2

Student 2 was able to include some steps

Student 2 was able to select his in order for his procedure, but needs to
remember to try and include a list before Student 2 was able to write simple Student 2 included his heading and Student 2 did very clear writing,
own procedure to write about, and
he does his steps. steps independently to what you steps today, but needs to continue and took his time. Is also included a
included a heading and some steps
need to plant a seed. to work on his letter formation. list today.
were in order with pictures.

18 | P a g e
Student 3

Student 3 created a clear procedure with

Student 3 was able to select his
detailed pictures and was able to verbally
own procedure that he wanted to Student 3 did a lot of writing today.
explain each step and it was scribed Student 3 was able to sequence Student 3 worked in my focus
write about, however he struggled He was able to write the words he
under his work. some pictures in order, but needs group today. He was able to sound
to sequence his pictures to show knows and sound our some works.
to continue on practicing his out words and write the heading
the procedure.
writing. and simple steps. This student
produced his best piece of
procedural writing yet.

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 August 28th September 1st (Term 3, Week 7)
WRITING-
Essential Learning: I can include some features of a procedural text in my writing. Descriptors: 2.1, 2.2, 2.5, 3.2
WORDS of the WEEK look, in, the, for
Minor focus: Alphabet- Hearing and Recording sounds.
Assessment: POST CAT- Procedural Writing.
Monday Tuesday Wednesday Thursday Friday

I am learning to make steps
EL:1
Learning clear for the audience.
intentions
I can use clear steps to help
Success
an audience understand the
Criteria procedure to make a paper
hat.
Watch the YouTube Clips
https://www.youtube.com/watch?
v=0_tDKdXhv0g
Descriptors: 2.6, 3.4, 5.5
Hand out a newspaper page
Shared writing/ tuning in
I am learning to use verbs to help
my audience understand my
instructions.
I can include verbs to help my
audience know how to make a
volcano.
Model how to draw a simple
shape house.
Then model how to write the
procedure on how to make
I am learning to write a
procedural texts with most
steps in order.
I can write a procedural text
about how to play snakes
and ladders with most steps
in the correct order.
Play a short game of Snakes
and Ladders
Students are to Turn and
Talk about the rule and the
I am learning to draw a
labelled diagram to help my
audience know how to do
something.
I can draw a labelled diagram
to help my audience know
how to make breakfast.
Model to students how to
make breakfast.
Students are to Turn and Talk
about how it was made.
I am learning include some
features of a procedural
text in my writing.
I can include some features
of a procedural text in my
writing.
SUMMATIVE ASSESSMENT:
POST CAT for procedural
writing.

to every students and have

simple shape house. During steps, it takes to play the Model writing the procedure Students are to throw mini
them go sit at their tables.
modelled writing have a game. and include a labelled diagram beanbags into a hula-hoop.
Have them follow my
discussion around what verbs at the end, showing the
instructions and all make the Descriptors: 5.1, 5.4
are and how to use them in your Once finished model writing audience what needs to be
hat together.
writing to help your audience the procedure. Focus on included.
understand instructions. putting the steps in the
Once finished, bring the
correct order.
students back to the floor
and model how to write the
procedure.

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Activity/ independent writing
Reflection
Teacher Focus Groups/ Conferences/
interactive writing groups
21 | P a g e
Students are to write a
procedure with clear steps
on how to make a paper hat.
Extending: Students are to
include as many features as
possible in their procedure.
Enabling: Students are to
focus on drawing pictures in
the correct order.
Students share work.
Writing group 1:
Focus: Alphabet knowledge.
Jelena
Indi
Ethan
Rion
Students are to write a procedure
and include verbs to explain
how to make a shape house.
If students finish early, they are
to share their steps with a friend
and see if their friend can follow
the steps to draw a house.
Extending: Students are to focus
on including verbs in their writing
to make their instructions clear.
Enabling: Students are to use the
pictures to show how to make a
volcano.
Students share work.
Writing group 2:
Focus: Hearing and recording
sounds in words. (letter
formation)
Jordan
Brayden
Finn
Royce
Dekota
Students are to write a
procedure with the steps in
the correct order about how
to play the Snakes and
Ladders game.
Extending: Students are to
have a go at including all
features in their writing.
Enabling: Students are to
focus on drawing pictures to
show the steps in the correct
order.
Students share work.
Writing group 3: Interactive
writing.
Focus: Adding detail to their
writing.
Salote
Jax
Morgan
Nathan
Students are to write a
procedural text on how to
make breakfast and include a
detailed diagram at the end.
Once they are finished, their
writing they can have a go at
making their own breakfast.
Extending: Students are to
have a go at including a
detailed diagram at the end of
their procedure.
Enabling: Students are to
focus on drawing a clear
diagram and have a go at
writing some words.
Students share work.
Writing group 4: Interactive
writing.
Focus: Creating a list for a
procedure.
James
Eva
Ava
Students are to write the
procedure of throwing the
mini beanbags into the
hula-hoop. Students must
try to include as many
features as possible in their
summative assessment.
This assessment will be
completed, with no teacher
support.
Students share work.
Summative Assessment.
All students will be
working independently
today.

Focus Students Work Samples:
Monday- Session 11
Student 1
Student 1 was able to create a
detailed piece of writing which
included all the features of a
procedure and clear steps.
Student 2
Student 2 was able to include a
heading, list and clear steps today,
be he still needs to remember to
include drawings.
22 | P a g e
Tuesday- Session 12
Student 1 was able to include most
features of a procedure but ran out of
time to include all the pictures.
Student 2 included a clear heading and
list today, next time he needs to work on
including more details in each step.
Wednesday- Session 13
Student 1 was able to put the most
of the steps in order. However, she
ran out of time to finish it
completely.
Student 2 included more detail in
his steps today and remembered to
include some drawings.
Descriptors: 1.5, 3.2, 3.3, 3.5, 3.6, 5.2
Thursday- Session 14
Student 1 created a detailed
procedure today with all the steps in
the correct order, and include all the
features.
Student 2 was able to include a clear
heading and steps, but needs to
remember to take his time.
Friday- Session 15
Student 1 was able to include a
heading, list, drawings and all the
steps in order, creating a very
detailed and clear procedure.
Student 2 worked hard today to
make sure his writing was neat
clear. He also was able to include
all the important features in his
procedure, which included a
heading, list, steps and drawings.
Student 3

Student 3 produced his best

piece of writing yet today, not
only was he able to sound out the
Student 3 included a clear heading
words, but he was able to include
with some writing and drawings,
a heading, list and put most of
but struggled to work
the steps in the correct order.
independently today. Student 3 with support today was
Student 3 included a clear heading and Student 3 was able to write a This students writing has
able to write a very clear and
drawings and was able to attempt to number of steps today on how to improved greatly since the start
detailed procedure, which included a
write a sentence of the steps. play the snakes and ladders game of this unit, and this is evident
heading, steps and pictures.
and included clear drawings at the through the progression of work
end of his writing. samples.

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4. IMPLEMENTING MY ACTION PLAN
PROCEDURAL TEXT- PROFICENCY SCALE
Writing Essential Learning: Procedural Text
Start 0.5 1 1.5
With my teachers help, I
can attempt to write
features of a procedural
text.
Vocabulary: ingredients,
materials, method, feature,
procedural text, steps,
order, sequence
24 | P a g e
Proficiency Scale
2 2.5
I can attempt to write
features of a procedural
text.
I can include at least one
of these features in my
writing:
*I can write a procedural
text that helps people know
how to do something.
*I can write a procedural
text with most steps in the
correct order.
*I can include a list of what
is needed.
*I can include simple
pictures to help my
audience follow the
procedure.
Building Proficiency Scale:
Descriptors: 1.2, 3.1, 3.2, 3.7, 6.1, 6.3
Teacher Judgement:
3 3.5
I can include some
features of a procedural
text.
I can include some of
these features in my
writing:
*I can write a procedural
text that helps people
know how to do something.
*I can write a procedural
text with most steps in
the correct order.
*I can include a list of
what is needed.
*I can include simple
pictures to help my
audience follow the
procedure.
Pre: Post:
4 4.5
I can understand and
write a simple procedural
text.
I can include all of these
features in my writing:
*I can write a procedural
text that helps people
know how to do something.
*I can write a procedural
text with most steps in
the correct order.
*I can include a list of
what is needed.
*I can include simple
pictures to help my
audience follow the
procedure.
 Descriptors: 5.1, 5.3, 5.4,
5.5
STUDENT FORMATIVE ASSESSMENT DATA:

Student 1 for the formative

assessment in
is on
on the
the progression
progression
point 2.5.
2.0.

Student 2 for the formative

in on
assessment is on the
the progression
progression
point 2.0.
1.5.

Student 3 for the formative

assessment is on the progression
point 1.5.

25 | P a g e
 Descriptors: 5.1, 5.3, 5.4,
5.5
STUDENT SUMMATIVE ASSESSMENT DATA:
*Please note that both the formative and summative data along with the proficiency scale, are shared
with parents in students learning portfolios.
Descriptors: 3.7, 7.3

Student 1 for the summative

assessment move from progression
point 2.5 to 4.5. This is a total
growth of 2.0 progression points.

Student 2 for the summative

assessment move from progression
point 2.0 to 4.0. This is a total
growth of 2.0 progression points.

Student 3 for the summative

assessment move from progression
point 1.5 to 3.5. This is a total
growth of 2.0 progression points.

26 | P a g e
 Descriptors: 4.1, 4.2, 4.3, 4.4, 5.2

4A. FEEDBACK ON MY ACTION PLAN

FEEDBACK SHEET- OBSERVATION 1

Observers Name: Simone Van Leeuwen Observees Name: Stephanie Todd Date: 23rd August 2017

Who you are observing (circle) Peer

Curriculum Area: Writing VIT
Observation Focus
I saw I heard

Kids did a great job of staying focused overall. Children were excited about making a plant.
You did great at settling them back in. You worked really hard to keep Nathan on task.

Timing- Whole class- 40 minutes ( including working Most children worked well and tried to write steps
with the children to make the pot plants) in sequence.
Independent- 20 minutes.
Reflection- Due to Nathans behaviour I was unable
to see your reflection.

Great modelling of writing. Even with Nathans

addition.
Children were ready to have a go at writing.

Some things to think about Where to go from here?

Morgan and Eva need to be redirected when
necessary. Eva isolates herself for attention. She is
watching you to wait for a response. She moved to
the books again waiting for a response.
Toiletting- If they have only been in a few minutes,
they can wait a little longer. Make the girls go with
the boys and only one set at a time. This should slow
down the amount of children wanting to just leave
for the toilet. Also if you are actively teaching, they
shouldnt be going during that time.
Check on your lesson structure. 40 minutes is a long
time to be on the floor. It will need to be shortened
to be more effective.
On average you can hold a childs attention for
approximately their age, plus three minutes. So for
most of these children thats a maximum of 8
minutes total.

It is a fine line with Nathan. Choose when you

challenge his behaviour. For example you know he
doesnt like writing, but was more than willing to
write the procedure in front of the class. It may have
been better to let him write it out for you.

It may have been better to model your planting to a

small group and them set them off to task. Calling
groups up one at a time.

27 | P a g e
 FEEDBACK SHEET- OBSERVATION 2
Observers Name: Simone Van Leeuwen Observees Name: Stephanie Todd Date: 24th August 2017

Who you are observing (circle) Peer

Curriculum Area: Writing VIT
Observation Focus
I Saw I heard

Timing Much better today. Whole class 15 minutes
Independent- 40 minutes
Reflection- ?
You modelled the writing on the board today.
Having the children help sound out words.
Great explanation of the task and how it links to the
learning intention.
Better work with Nathan today. The negotiations
you did with him worked well.
Great links to time connectives and sequencing.

Children on the floor ready to learn.

Books for the independent task kept in one tub.

You pulled a small writing group today to show how

you write lists. Great job.

Some things to think about Where to go from here?

This is the middle of term 3. You want to be
encouraging more independence from your children.
You may want to put their writing books in their
locker tubs so they are responsible for them and it is
a faster process to get started.
Put the writing books in their lockers.
Set a routine about coming to the teacher during
independent writing time.
Encourage sketching ( in greylead) for those that are
reluctant to start writing.

Preps need lots of Drawing to help with their

writing.
Think about completing writing in a
Think, Talk, Sketch, Write type format. Doing this
in procedures means that they would draw little
pictures of each step and then write about what
they have drawn. Its good for kids like Rion who
need a push. You can also use little booklets to help
them sequence their work.

Sound out some words with the children but expect

that they already know others. Add the words you
are going to use to your word wall- Set the
expectation that they learn them.

Watch your routines- The preps need to be

becoming more self sufficient while you take small
groups. Set the routines that they do not come to
you while you have a group, or during conferencing.

28 | P a g e
 FEEDBACK SHEET- OBSERVATION 3

Observers Name: Simone Van Leeuwen Observees Name: Stephanie Todd Date: 29th August 2017

Who you are observing (circle) Peer

Curriculum Area: Writing VIT
Observation Focus
I Saw I heard

Timing Children are really engaged, especially when

Whole class- 11.25- 11.29 you use IT and link it to your lesson.
Independent- 11.29
Reflection- 12.25 Reflection Using prompts- Eyes this way to get the
12.31- Finish childrens attention.

Learning intentions listed and used. Lots of praise for children attempting to write.
A video used to introduce the topic- making a paper hat.
Children moved to tables to attempt to make their own
hat. Roving around and helping children.

Some things to think about Where to go from here?

Think about the different types of lessons you can
present in writing. For example- I have seen three lessons
involving a language experience format. Alternate the
types of writing you do with your class etc Modelled
writing, Shared writing and language experience.
Schedule in the different types of lesson
formats over the week.
Revisit your routines for sitting in front of the
whiteboard or the IWB.

Put a chalk line in front of your IWB to set a clear
boundary where the children are not to sit.
When you call for attention eyes this way wait for
everyone to stop before continuing.
Group your children according to their needs
and plan for interactive writing groups and
conferencing.

Remember to use small groups and conferencing during

your writing time. Interactive writing is very powerful.

*A successful three lessons for your VIT Stephanie. You have taken on a lot of feedback and shown progress in
each session. Keep up the good work!

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5. EVALUATING MY PRACTICE
5A. ASSESSING LEARNING
5B. EVALUATING THE EFFECTIVENESS OF MY
PRACTICE
5A. ASSESSING LEARNING Descriptors: 1.1, 1.3, 3.6, 4.3

Throughout the inquiry process, I was able to effectively assess and review students learning.
Through using weekly work programs, it allowed me to target students learning needs and make
appropriate adjustments to cater for the student diversity. The growth that all three-focus students
made is well above the expected learning outcomes that were originally predicted. This growth can
be seen throughout the students work samples and formative and summative assessment tasks. It is
evident that all students knowledge and skills in writing have increased.

Student 1 moved from 2.5 to 4.5 on the proficiency scale, showing a total growth of 2 progression
points. This indicates that the student was able to show greater growth than the original desired
outcomes, which had only hope that this student would move 1.5 progression points, during the
Procedural Writing Unit. Through this student being extended and engaged in the unit, while
having a clear understanding of the proficiency scale and its requirements, she was able to show an
outstanding amount of growth.

Student 2 moved from 2.0 to 4.0 on the proficiency scale, showing a total growth of 2 progression
points. This student was able to show an increased growth, which was larger than the original
desired outcomes, as this students original outcome was to only move 1.5 progression points,
during the Procedural Writing Unit. Through this student being provided with opportunities during
small groups and mini lessons, which increase his ability to stretch out words by hearing and
recording sounds, he was able to show a large growth in his writing throughout this unit.

Student 3 moved from 1.5 to 3.5 on the proficiency scale, showing a total growth of 2 progression
points. Out of the three focus students, this student has not only made the most growth to the
original desired outcomes, which was 1.0 progression point during the Procedural Writing Unit, but
he has shown a dramatic change in his writing ability. Through this student being provided with
increased opportunities to practice his letter and sound knowledge and ability to stretch out words,
while being encouraged to work independently, he was able to achieve this outstanding change in
his writing ability.

Through creating many hands on and engaging activities that were stimuli for students procedural
writing, it proved an effective way to engage students in producing high quality writing, which
allowed students to make such a dramatic growth. Having many mini lessons that focused on
students needs, which included their ability to hear and record sounds, it was an effective way to
support the students varying needs throughout the procedural writing unit. I also had different
expectations depending on the students and made sure every student was aware of these, which
allowed me to create the differentiation within the classroom along with my focus groups.

30 | P a g e
 Descriptors: 3.6, 5.1, 6.1

5B. EVALUATING THE EFFECTIVENESS OF MY PRACTICE

Through the inquiry process, I have developed more effective ways that I can cater for my students
in writing, and improved my teaching practices. This process has not only allowed me to become
more aware of my students and their different abilities and needs, but it has allowed me to develop
more effective strategies which differentiate learning to meet the specific needs of all my students.

Upon reflection, it is evident that my writing lessons have become more focused and student
engagement and self-motivation has increased. This was made clear through students achieving
higher than expected outcomes and showing an increased amount of growth compared to their
previous writing units and assessments. I have also found that I have increased student engagement
and self-motivation through not only providing students with quality language experiences, but
through my mentor encouraging me to spend less time on the introduction and modelled teaching
and providing students with more time for independent work and exploration.

Through the inquiry process I made a few alterations to my original writing planner, which include
adding a section for extenders and enablers, while also including clearer learning intention for what I
wanted to address with my focus groups each day. These changes proved to be affective and
allowed my teaching to become more focused. It will be a change that I will continue with, when
creating other writing planners for new units of work, as it allows me to effectively differentiate the
learning and better accommodate the different abilities I have within my classroom.

To continue to support the learning of my students and cater for the diversity, I will ensure I
continue to work collaboratively with my colleagues sharing ideas and effective strategies to best
support the development of all students. I will continue to plan highly engaging and interactive
lessons, which provide students with quality language experiences that motivate them to learn. I
will also ensure I continue to reflect on the effectiveness of my planning and teaching of my lessons.

Prior to this inquiry process, I did not provide students with enough differentiation during writing
lessons. However, this unit has made me more aware of the effectiveness of providing clearer,
different, and achievable expectations to every student in the classroom. This not only differentiates
learning, but allows students to have a goal and a standard that can work towards, while knowing
what I expect of them.

As the students have shown dramatic progress in their writing, I will continue to implement these
changes and strategies I have made to my teaching. I will also continue to provide students with
clear expectation and quality mini lessons, which focus on extending, and enabling students, in the
areas they need additional support or focus. I will further engage in more professional learning,
around differentiation and best practices to support beginning writers. I will also have more
conversations with colleagues around effective strategies they use during writing lessons.

The inquiry process has allowed me to have the opportunity to review my teaching in an area where
I felt my students needed the most extending. It has not only proved to have effective results on my
students outcomes, but it has allowed me to have a closer look at my students and their learning
needs.

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EVIDENCE OF OTHER DESCRIPTORS

1.4 Strategies for teaching Aboriginal and Torres Strait Islander learners.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous Australians.
Use of Inquiry based learning to improve all students knowledge of Aboriginal and Torres
Strait Islanders throughout all of Australia.
Where applicable lesson plans are modified to include teaching strategies based on the local
community and cultural setting.
Acknowledgments have been made of Aboriginal and Torres Strait Islanders through reading
some Aboriginal childrens books during our library time.

7.1 Meet professional ethics and responsibilities.

Ensuring that records and relevant documentation is secure and kept confidential.
Use appropriate and justifiable comments when record keeping, in regards to particular
students.
Ensuring that our classroom and school remains a safe place and being aware of students
and their requirements.
Completing all required documentation and training.

7.2 Comply with legislative, administrative and organisational requirements.

Provide a duty of care to all students during class time, yard duty, incursion and excursions.
Reflect relevant policy documents throughout my teaching practice.
Ensuring that the classroom attendance roll is kept up to date.
Keep the classroom First Aid book up to date.
Keep my personal information and training updated with the school office.

7.3 Engage with the parents/carers.

Student lead conferences.
Arranging meetings with parents for students on ILPS.
Opportunities for parents to view students learning portfolios.
Parents have opportunities to create meetings through the school diary.

7.4 Engage with professional teaching networks and broader communities.

PLCs
Professional Development in and out of the school.
Engage in activities such as parent meetings.
Invite community group members into the learning environment, for example, the Preps
meet the Lolly Pop Lady to learn about the job, and how to cross the road correctly.

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